This module is designed specifically to introduce you to the Goals,
Preferences and Skills tool, also known as GPS. GPS provides data and
tracking tools to help you identify student, classroom and program goals.
We will also introduce the Reports section that will allow you to create
customized reports you can use to make data-driven decisions about your
students’ educational plans.
Learning Objectives
After you've completed this module, you should be able to:
Identify the purpose of GPS
Identify the purpose of the different assessments, profiles and tools
Define when to give each assessment or tool
State how you can use the data in the Student Summary Report
Describe two of the available Teacher Reports
Standard I: Knowledge of Students
Standard IV: Family Partnerships
Standard V: Assessment
Standard VIII: Curriculum and Instruction
Standard IX: Learning Environment
ISTE (International Society for Technology in
Education) Standards
Standards for Professional Learning
(Learning Forward)
Teaching Standards
National Board for Professional
Teaching Standards (Exceptional Needs Standards)
Follow-Along Guide
1. GPS stands for ______________________, ___________________________________ and ______________________.
2. The n2y _______________________ ______________________ hosts all of your student ________________,
providing you with a history of data collected on each student.
3. Best ____________________________ support the belief that _______________ should drive instruction.
4. Data collected in ______________ follows the student from _______________ to class, grade to
__________________, ____________________ to building, and even state to _________________.
5. The ________________________ that was completed using the sample student will determine
the_____________________ of the assessment.
6. _____________________________ ____________ is completed by the student, and provides information
about their ___________________ and _________________________.
7. The ________________________ _________________________ _____________________ provides a summary of the
data collected on a student to date.
8. _________________________ ______________________ ____________________ provide data, lessons and supports,
to promote growth and track the progress of targeted skills.
9. ______________________ ____________________________ enable you to gather baseline data and monitor
progress in selected skills.
10. _______________________ ________________________ allow you to monitor progress, inform your instruction,
and develop IEPs.
11. The __________________ _________________________ record observational information on the student’s
current abilities in transition readiness areas.
12. _________________________ _____________________ allows the student to express their preferences in the
areas of vocational, daily living, community, personal life, and lifelong learning.
13. Information in ____________________ _______________________ _________________ can be used to determine
group improvement on a targeted skill, and can support the tracking of student learning objectives, or
student learning targets.
14. The assessment _______________________ allow you to clearly communicate progress of students at
their IEP meetings, transition meetings, or parent-teacher conferences.
Activity 1
Activity 2
Take the time to review your students’ summaries. Do any of your students have data in their
student summary report? What does the data tell you? How will you use this data?
Take some time to explore the reports sections and note reports you think will best fit your
Self-Evaluation Checklist
I know the purpose of GPS.
I can explain the different assessments, profiles and tools.
I know how to use the data in the Student Summary Report.
I can describe two customized reports that fit my needs.
Benchmark Assessments performance-based common assessments; allow you to collect baseline data and
then monitor progress in targeted skills areas including reading, writing, math and emerging skills; suggested
administration: 2-4x a year
Breadcrumbs trail of words at the top of the web page that allow you to navigate between areas of Unique
Learning System
Checkpoints monthly pre- and post- tests assessing specific grade band skills; data from these assessments
can identify instructional goals and monitor growth after monthly unit instruction; suggested administration:
2x a month
Core Rubrics address transition readiness skill areas of employability, social strategies, self-advocacy, daily
living and communication; suggested administration: 2-4 x a year (available to all grade bands)
Course contains a prescribed number of modules to provide detailed instruction to support mastery of a
larger topic
(Goals, Preferences and Skills) contains assessments and resources to generate data; data used to
effectively identify and monitor students' goals, preferences and abilities in relation to the instructional
practices within the Unique Learning System curriculum framework
Group Tracked Skills allows educators to create subsets of students to measure group success
Individual Tracked Skills used to track skills for IEP goals and individual performance
Module an organized collectio
n of content presented together to address a specific learning objective
supporting the overall concepts from the course. Each module links to specific teaching standards, learning
bjectives and opportunities for the learner to engage with the content. An assessment of what is learned is
luded with each module.
Observational Profile provides information on a student's current levels of performance and defines a
suggested differentiation level for daily instruction; three profiles available dependent on grade band:
Preschool, K- 12 Student Learning and Transition Profiles. A fourth optional profile, Self-Help Skills, provides
a list of skill levels for students requiring significant assistance in the areas of eating, dressing, toileting and
grooming, and is available to all students.
Student Summary Report provides a comprehensive summary of the assessments for each student allowing
educators to make data driven decisions when planning educational programs
Student View a secure area in the GPS displaying only the lessons you want the student to see; customizing
the accessibility in Student View encourages optimum student engagement with an iDoc and creates a
personalized learning experience
Transition Planning student-directed questions that identify current skills, preferences, abilities and
challenges in the areas of Vocational, Daily Living, Community, Personal Life and Lifelong Learning; helps
facilitate future planning in these areas found in the GPS; available for Middle School, High School and
Transition grade bands